STIMULATING INNOVATION WITH
E-PORTFOLIOS
Dr. Terrel Rhodes
VICE PRESIDENT, OFFICE OF QUALITY,
CURRICULUM, AND ASSESSMENT
Association of American Colleges
and Universities (AAC&U)
Dr. Patrick Green
DIRECTOR, CENTER FOR EXPERIENTIAL
LEARNING
Loyola University Chicago
Ashley Kehoe
EPORTFOLIO PROGRAM MANAGER
Loyola University Chicago
Sponsored by
THE “COMPLETION AGENDA”
SOURCE:
http://www.alestlelive.com/news/article_86
f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
SOURCE:
http://www.alestlelive.com/news/article_86
f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
SOURCE:
http://www.alestlelive.com/news/article_86
f2c006-ba4f-11e1-b3a3-0019bb30f31a.html
The Evidence is Compelling...
Too Many Students Are
Underachieving!
HAVE YOU HEARD OF “BADGES”?
HAVE YOU HEARD OF
“BADGES”?
HAVE YOU HEARD OF
“BADGES”?
HAVE YOU HEARD OF
“BADGES”?
WHAT DO EMPLOYERS WANT?
59%
20%
20%
EMPLOYERS ASSESS THE POTENTIAL VALUE
OF EMERGING EDUCATIONAL PRACTICES
% saying each would help a lot/fair amount to prepare college students for success
84%
Expecting students to complete a significant project before graduation
that demonstrates their depth of knowledge in their major AND their
acquisition of analytical, problem-solving, and communication skills
81%
Expecting students to complete an internship or community-based field
project to connect classroom learning with real-world experiences
81%
Ensuring that students develop the skills to research questions in their field
and develop evidence-based analyses
73%
Expecting students to work through ethical issues and debates to form
their own judgments about the issues at stake
Source: Raising the Bar (AAC&U, 2010)
Competency and
Achievement
That is neither trivial nor snackable...
THE “QUALITY AGENDA”
LEAP PROMOTES
Essential Learning Outcomes
A Guiding Vision and National Benchmarks for College Learning and
Liberal Education in the 21st Century
High Impact Practices
Helping Students Achieve the Essential Learning Outcomes
Authentic Assessments
Probing Whether Students Can APPLY Their Learning – to Complex
Problems and Real-World Challenges
Inclusive Excellence
Diversity, equity, quality of learning for all groups of students
VALUE RUBRICS
AAC&U PERSPECTIVES
• Standards-based Assessments not
Standardized
• Faculty Developed
• Focused on Competence vs. Deficits
• Based on Student Work
• Demonstrated over time vs. Snapshot
• VALUE Rubrics – 15 Essential Learning
Outcomes
We are being asked to
shift...
We are being asked to
shift...
from MY Work
to OUR Work
Assessment
Practices
That Verify
Achievement
LOYOLA’S EPORTFOLIO
CONTINUUM
• Developmental
• Scaffolded
• Progressive Build
STUDENT PROCESS MODEL
submit
assignments
create &
revise
folios
are
evaluated
receive
feedback
access
stored
work
publish &
share folios
FACULTY/STAFF
PROCESS MODEL
collect
student
work
build a
curriculum
create
evaluation
methods:
assignments
& rubrics,
etc.
evaluate
student
work
provide
feedback
assess /
report
learning
outcomes
4-YEAR PLAN FOR STUDENT
TRANSFORMATION
Gateway Course:
UNIV 101 First
Year Seminar
All 2,000 incoming
first-year students
use Taskstream
to submit
assignments &
start building a
4-year ePortfolio.
Benchmarks:
CEL Seminar
Courses & Programs
Service-Learning
Academic
Internships
Undergraduate
Research
Student Employment
Assessment:
Student
Course
Engaged Learning
CORE
Program/Major
Co-curricular &
Academic
Goal of adding
value to the
Loyola Experience
by supporting
students in building
professional
portfolios as a
career differentiator
using the 4-year
ePortfolio as the
seed for a
professional
portfolio.
EXPERIENTIAL LEARNING
EPORTFOLIO SAMPLES
• Service-Learning
• Research
• Employment/Internship
• Career Planning
SERVICE-LEARNING PORTFOLIO
SERVICE-LEARNING PORTFOLIO
SERVICE-LEARNING PORTFOLIO
SERVICE-LEARNING PORTFOLIO
RESEARCH PORTFOLIO
RESEARCH PORTFOLIO
RESEARCH PORTFOLIO
RESEARCH PORTFOLIO
EMPLOYMENT/
INTERNSHIP PORTFOLIO
EMPLOYMENT/
INTERNSHIP PORTFOLIO
EMPLOYMENT/
INTERNSHIP PORTFOLIO
EMPLOYMENT/
INTERNSHIP PORTFOLIO
CAREER PLANNING PORTFOLIO
CAREER PLANNING PORTFOLIO
CAREER PLANNING PORTFOLIO
CAREER PLANNING PORTFOLIO
CAREER PLANNING PORTFOLIO
CLOSING THE GAP:
OUTCOMES AFTER YEAR 1 OF IMPLEMENTATION
• UNIV 101: Changed to 4-year plan model &
re-framed assignments/evaluation methods
• UNIV 290: Encouraged public advocacy focus
• Embedded within & throughout syllabi
• Incorporated student presentation/ showcase
of ePortfolios whenever possible
“As a result of these data, combined with
feedback in our course evaluations and from
instructor focus groups, we adapted the course
for Fall 2012 by streamlining assignments,
simplifying rubrics and prioritizing content to
ensure we were meeting students' needs.”
– Terri Thomas
Associate Director, First and Second Year Advising
HIGH IMPACT PRACTICES
•
•
•
•
•
•
•
•
•
•
First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
• e-Portfolios
WHAT WE KNOW AND HAVE
EVIDENCE TO BELIEVE
• Used on over half of American higher
education institutions
• Improve retention and graduation
• Deepen student learning – retain and
integrate information, apply information
beyond single course
“Could learning e-portfolios encourage
students to have deeper, more reflective
learning, and stimulate more significant
connections across learning
experiences?”
– University of Oregon
We found specific changes in learning
and pedagogy occur as a result of
participation in e-portfolios.
ESSENTIAL PORTFOLIO
PRACTICES
• Purposeful collection
• Multiple measures to track development and
improvement
• Self-assessment and reflection to foster
analysis, synthesis, evaluation, etc.
• Integrative opportunities/requirements
• Build evidence of an empowered, informed,
responsible learner
• Can be used a course, program, institutional
level assessment
CONTACT US
Dr. Terrel Rhodes
Vice President, Office of Quality, Curriculum, and Assessment
Association of American Colleges and Universities (AAC&U)
rhodes@aacu.org
Dr. Patrick Green
Director, Center for Experiential Learning
Loyola University Chicago
pgreen@luc.edu
Ms. Ashley Kehoe
E-Portfolio Program Manager
Loyola University Chicago
akehoe@luc.edu
Taskstream
For more information about Taskstream
or to request a demonstration, please contact:
events@taskstream.com or 800-311-5656